Biblio
. (2010). Selecting cut scores with a composite of item types: the construct mapping procedure. Journal of applied measurement, 12, 298–309.
(448 KB). (2010). Sources of self-efficacy belief: development and validation of two scales. Journal of applied measurement, 11, 24.
. (2010). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Educational Review, 80, 106–134.
(257.42 KB). (2010). Validation of the International Classification of Functioning Disability and Health framework using multidimensional item response modeling. Disability & Rehabilitation, 32, 1397–1405.
(214.15 KB). (2011). Advances in Rasch measurement Volume 2.
(138.66 KB) (191.91 KB) (81.64 KB). (2011, 04/23/2011). Eroding American education. Stockton Record, p. A9. Editorial, Stockton, CA. Retrieved from http://www.recordnet.com/apps/pbcs.dll/article?AID=/20110423/A_OPINION03/104230315/-1/A_NEWS13
. (2011). Explanatory secondary dimension modeling of latent differential item functioning. Applied Psychological Measurement, 35, 583–603.
(269.02 KB). (2011). Exploring the Contexts of Assessment: Comparing Evidence of Learning from Within the Classroom. Jean Piaget Society. Berkeley, CA.
. (2011). Formulating latent growth using an explanatory item response model approach. Journal of applied measurement, 13, 1–22.
(683.76 KB). (2011). Formulating the Rasch Differential Item Functioning Model Under the Marginal Maximum Likelihood Estimation Context and Its Comparison With Mantel–Haenszel Procedure in Short Test and Small Sample Conditions. Educational and Psychological Measurement, 71, 1023–1046.
(307.51 KB). (2011). “Investigation of the Validity of Evidence Obtained from Classroom Discussions.” In I. Grabovsky (Chair), Innovations in Measurement.. National Council of Measurement in Education (NCME). Symposium, New Orleans, LA.
. (2011). A model of cognition: The missing cornerstone of assessment. Educational Psychology Review, 23, 221–234.
(350.87 KB). (2011). The nature of assessment systems to support effective use of evidence through technology. E-Learning and Digital Media, 8, 121–132.
. (2011). The Nature of Assessment Systems to Support Effective Use of Evidence through Technology. E-Learning and Digital Media, 8, 121–132.
(372.94 KB). (2011). Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research & Perspective, 9, 71–123.
(738.53 KB). (2011). The role of mathematical models in measurement: A perspective from psychometrics. Universitätsbibliothek Ilmenau.
(210.75 KB). (2011). Triangulating Validity Evidence from Classroom Discussions, Written Assessments, and Cognitive Interviews.” In J. Matthews-Lopez (Chair), Dimensions of Test Validation.. American Educational Research Association (AERA). Symposium, New Orleans, LA.
. (2011). Validating a learning progression in mathematical functions for college readiness. Mathematical Thinking and Learning, 13, 259–291.
(1.22 MB). (2012, April 14). Diagnostic Learning Progressions Framework—Developing a Universally Designed Classroom Assessment System That Is Inclusive of Students With Mathematics Learning Disabilities: Our First Pilot Study. (). Presented at the annual meeting of the American Educational Research Association in Vancouver, BC.
. (2012). Formulating latent growth using an explanatory item response model approach. Journal of applied measurement, 13, 1.
. (2012). An IRT modeling of change over time for repeated measures item response data using a random weights linear logistic test model approach. Asia Pacific Education Review, 13, 487–494.
(291.44 KB). (2012). Perspectives on Methodological Issues. In Assessment and Teaching of 21st Century Skills (pp. 67–141). Springer.
(1.46 MB)